Level One – School is performing at or above the state standard for the indicator.

Level Two – School is performing near the state standard for the indicator or improving.

Level Three – School is performing below the state standard for the indicator.

Too Small — Too few students for evaluation.

Ratings are based on performance during the most recent year or on a three-year average. Schools performing at Level One or Level Two on all school quality indicators are rated as "Accredited." In addition:

Upon request by a local school board, schools serving students with special needs may be evaluated based on alternate accreditation plans approved by the state Board of Education.
Schools under state sanction for not implementing corrective actions plans are rated as "Accreditation Denied."
More information about the commonwealth’s school accreditation standards is available on the Virginia Department of Education website.

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The school quality indicator for academic achievement in English provides equal credit for students who pass state English tests and for non-passing students who show significant improvement.

The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.

The school quality indicator for academic achievement in science is based on the overall percentage of students passing state science tests.

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English.
Select “Show Data” for details on the combined rate for English Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state English tests

Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction

Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics.
Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state mathematics tests

Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction

Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth

The school quality indicator for science is based on the overall percentage of students passing state science tests.

Percentage of Students

Data Source

Percent Passing

Percent Passing With Recovery

Percent Showing Growth

Percent Showing EL Progress or Proficiency

Accreditation Combined Rate

No Proficiency or Growth

Current Year

Previous Year

Cumulative 3 Year

A dropout is a former student who left high school without earning a diploma or high school equivalency and who did not complete the required course of studies.

Students who attend school consistently are more likely to succeed. Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason.

The school quality indicator for graduation and completion awards full credit for students who earn state Board of Education-approved diplomas and partial credit for students who earn high school equivalency certificates.

Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:

Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year

Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level- Two rating for more than four consecutive years

A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.

Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two

Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three

Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years

Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.

Outcome

Point Value

Diploma

100

High school equivalency

75

Still in school

70

Local certificate of program completion

25

Dropout

0

Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two

Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three

Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

23

57

80

20

24

52

76

24

21

56

77

23

Female

26

55

81

19

24

54

78

22

23

56

80

20

Male

19

59

79

21

24

50

74

26

19

56

76

24

American Indian

<

<

100

0

<

<

<

<

<

<

<

<

Asian

28

64

92

8

33

57

90

10

32

59

91

9

Black

13

58

71

29

14

63

78

22

6

75

81

19

Hispanic

9

49

59

41

6

48

54

46

4

56

60

40

Native Hawaiian

<

<

100

0

White

34

59

94

6

38

52

90

10

38

51

89

11

Multiple Races

30

61

91

9

52

44

95

5

46

54

100

0

Students with Disabilities

12

37

49

51

11

26

37

63

7

28

35

65

Students without Disabilities

24

61

85

15

26

56

82

18

23

60

83

17

Economically Disadvantaged

9

53

62

38

5

52

57

43

5

57

61

39

Not Economically Disadvantaged

32

61

93

7

39

53

91

9

36

56

92

8

English Learners

4

53

57

43

-

20

21

79

2

19

21

80

Homeless

8

33

42

58

-

25

25

75

<

<

<

<

Military Connected

48

48

96

4

26

68

95

5

Foster Care

<

<

<

<

<

<

<

<

Grade 7 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

24

58

81

19

26

52

78

22

25

54

79

21

Female

29

56

85

15

28

52

80

20

29

52

81

19

Male

19

59

78

22

25

52

77

23

20

56

76

24

American Indian

<

<

100

0

<

<

<

<

<

<

100

0

Asian

28

64

93

7

37

51

87

13

36

60

95

5

Black

18

51

68

32

10

76

86

14

4

84

88

12

Hispanic

11

54

65

35

6

54

60

40

6

55

61

39

Native Hawaiian

<

<

100

0

White

36

57

92

8

44

47

91

9

45

43

88

12

Multiple Races

34

62

97

3

58

39

97

3

58

42

100

0

Students with Disabilities

13

35

48

52

11

31

42

58

9

28

37

63

Students without Disabilities

26

61

87

13

28

54

83

17

27

57

84

16

Economically Disadvantaged

11

53

64

36

5

54

59

41

5

58

64

36

Not Economically Disadvantaged

33

61

94

6

43

50

93

7

43

50

93

7

English Learners

4

60

65

35

-

24

24

76

2

21

23

77

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

30

60

90

10

Foster Care

<

<

100

0

<

<

<

<

Grade 8 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

21

57

78

22

22

52

74

26

18

58

77

23

Female

22

54

77

23

20

56

77

23

18

60

78

22

Male

20

59

80

20

23

48

72

28

18

57

75

25

American Indian

<

<

<

<

<

<

<

<

Asian

27

64

91

9

29

63

92

8

29

59

88

12

Black

8

66

74

26

18

53

71

29

8

68

76

24

Hispanic

8

44

52

48

6

42

48

52

2

57

59

41

White

33

62

95

5

33

55

89

11

32

57

89

11

Multiple Races

26

60

86

14

43

50

93

7

36

64

100

0

Students with Disabilities

12

38

50

50

11

22

33

67

6

28

34

66

Students without Disabilities

23

60

83

17

24

57

81

19

20

62

82

18

Economically Disadvantaged

7

53

59

41

5

49

54

46

4

55

59

41

Not Economically Disadvantaged

31

60

91

9

35

55

90

10

30

61

91

9

English Learners

3

43

46

54

1

17

17

83

1

17

18

82

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

50

43

93

7

<

<

100

0

Foster Care

<

<

<

<

<

<

<

<

Grade 3 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 4 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 5 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 6 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

EOC English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

34

44

78

22

33

48

82

18

39

42

81

19

Female

38

43

81

19

38

45

83

17

41

41

82

18

Male

30

45

75

25

28

52

80

20

38

43

81

19

Asian

48

41

89

11

46

49

95

5

59

36

95

5

Black

14

40

54

46

23

38

60

40

27

55

82

18

Hispanic

9

49

58

42

14

52

66

34

15

45

61

39

White

45

46

90

10

38

51

89

11

47

43

89

11

Multiple Races

61

30

91

9

54

25

79

21

68

32

100

0

Students with Disabilities

11

27

38

62

16

31

47

53

19

24

43

57

Students without Disabilities

38

48

86

14

35

50

85

15

41

43

84

16

Economically Disadvantaged

14

45

59

41

14

50

65

35

14

52

66

34

Not Economically Disadvantaged

46

44

90

10

43

47

90

10

55

36

91

9

English Learners

5

42

47

53

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

21

57

79

21

<

<

<

<

Foster Care

<

<

100

0

<

<

<

<

Grade 8 Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

34

44

78

22

33

48

82

18

39

42

81

19

Female

38

43

81

19

38

45

83

17

41

41

82

18

Male

30

45

75

25

28

52

80

20

38

43

81

19

Asian

48

41

89

11

46

49

95

5

59

36

95

5

Black

14

40

54

46

23

38

60

40

27

55

82

18

Hispanic

9

49

58

42

14

52

66

34

15

45

61

39

White

45

46

90

10

38

51

89

11

47

43

89

11

Multiple Races

61

30

91

9

54

25

79

21

68

32

100

0

Students with Disabilities

11

27

38

62

16

31

47

53

19

24

43

57

Students without Disabilities

38

48

86

14

35

50

85

15

41

43

84

16

Economically Disadvantaged

14

45

59

41

14

50

65

35

14

52

66

34

Not Economically Disadvantaged

46

44

90

10

43

47

90

10

55

36

91

9

English Learners

5

42

47

53

<

<

<

<

<

<

<

<

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

21

57

79

21

<

<

<

<

Foster Care

<

<

100

0

<

<

<

<

EOC Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

27

56

83

17

28

52

80

20

32

54

86

14

Female

28

57

85

15

29

54

83

17

34

53

87

13

Male

25

56

81

19

27

50

77

23

30

54

84

16

American Indian

<

<

<

<

<

<

<

<

<

<

100

0

Asian

43

52

95

5

46

47

93

7

56

42

98

2

Black

13

58

71

29

11

63

73

27

19

65

84

16

Hispanic

8

56

64

36

8

52

60

40

10

62

72

28

Native Hawaiian

<

<

100

0

White

33

61

95

5

39

55

93

7

41

53

94

6

Multiple Races

43

47

90

10

51

40

91

9

63

35

98

2

Students with Disabilities

14

41

55

45

10

38

48

52

8

44

52

48

Students without Disabilities

29

59

88

12

31

54

84

16

35

55

90

10

Economically Disadvantaged

11

57

67

33

10

53

63

37

11

65

75

25

Not Economically Disadvantaged

38

56

94

6

42

51

93

7

51

44

95

5

English Learners

8

58

65

35

3

36

39

61

3

46

49

51

Homeless

7

21

29

71

-

31

31

69

<

<

<

<

Military Connected

39

61

100

0

26

68

95

5

Foster Care

<

<

<

<

<

<

<

<

Grade 7 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

4

54

58

42

6

55

61

39

7

63

70

30

Female

4

63

67

33

7

56

63

37

6

65

71

29

Male

4

44

48

52

5

55

60

41

8

62

70

30

Asian

5

78

83

17

8

72

79

21

24

70

94

6

Black

5

40

45

55

8

53

61

39

-

76

76

24

Hispanic

3

44

47

53

3

48

51

49

4

58

62

38

Native Hawaiian

<

<

100

0

White

7

69

76

24

12

68

80

20

9

73

82

18

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

7

31

38

62

10

46

56

44

5

40

45

55

Students without Disabilities

3

60

64

36

5

57

63

37

7

70

77

23

Economically Disadvantaged

4

43

47

53

3

47

51

49

3

63

66

34

Not Economically Disadvantaged

5

71

75

25

11

69

80

20

17

64

81

19

English Learners

3

50

53

47

1

35

36

64

3

40

43

57

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

<

<

Grade 8 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

22

62

83

17

15

57

72

28

14

66

81

19

Female

24

60

83

17

16

62

78

22

18

66

84

16

Male

19

64

83

17

14

53

67

33

11

67

78

22

American Indian

<

<

100

0

<

<

100

0

Asian

32

61

94

6

22

66

88

12

28

68

96

4

Black

16

60

77

23

4

64

69

31

10

69

79

21

Hispanic

7

60

67

33

6

51

56

44

6

66

72

28

White

33

64

97

3

27

62

89

11

23

68

90

10

Multiple Races

17

61

78

22

44

40

84

16

45

55

100

0

Students with Disabilities

13

46

59

41

6

24

30

70

7

46

54

46

Students without Disabilities

24

65

89

11

17

64

81

19

16

70

86

14

Economically Disadvantaged

13

58

72

28

5

54

59

41

8

65

73

27

Not Economically Disadvantaged

29

64

93

7

26

61

87

13

23

69

92

8

English Learners

8

60

68

32

2

30

32

68

3

48

51

49

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

<

<

<

<

<

<

Algebra I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

36

64

100

0

46

54

100

0

55

44

99

1

Female

40

59

100

0

45

54

100

0

58

42

99

1

Male

32

68

100

0

46

54

100

0

52

47

99

1

American Indian

<

<

100

0

<

<

100

0

Asian

51

49

100

0

57

42

99

1

65

35

100

0

Black

16

84

100

0

18

82

100

0

47

53

100

0

Hispanic

15

82

97

3

23

77

100

0

42

58

100

0

White

33

67

100

0

46

54

100

0

49

49

97

3

Multiple Races

48

52

100

0

55

45

100

0

71

29

100

0

Students with Disabilities

32

68

100

0

13

87

100

0

<

<

100

0

Students without Disabilities

36

63

100

0

47

53

100

0

55

44

99

1

Economically Disadvantaged

16

82

98

2

32

68

100

0

27

72

99

1

Not Economically Disadvantaged

43

57

100

0

50

50

100

0

65

34

99

1

English Learners

21

77

99

1

24

76

100

0

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

Geometry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

82

18

100

0

83

17

100

0

84

16

100

0

Female

85

15

100

0

85

15

100

0

88

12

100

0

Male

79

21

100

0

82

18

100

0

82

18

100

0

Asian

80

20

100

0

87

13

100

0

91

9

100

0

Black

<

<

100

0

<

<

100

0

<

<

100

0

Hispanic

<

<

100

0

<

<

100

0

<

<

100

0

White

82

18

100

0

83

17

100

0

76

24

100

0

Multiple Races

100

-

100

0

75

25

100

0

<

<

100

0

Students with Disabilities

<

<

100

0

<

<

100

0

Students without Disabilities

81

19

100

0

83

17

100

0

84

16

100

0

Economically Disadvantaged

50

50

100

0

45

55

100

0

73

27

100

0

Not Economically Disadvantaged

85

15

100

0

87

13

100

0

85

15

100

0

English Learners

<

<

100

0

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

Algebra II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

<

<

100

0

100

-

100

0

100

-

100

0

Female

<

<

100

0

<

<

100

0

<

<

100

0

Male

<

<

100

0

<

<

100

0

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

White

<

<

100

0

<

<

100

0

<

<

100

0

Multiple Races

<

<

100

0

Students without Disabilities

<

<

100

0

100

-

100

0

100

-

100

0

Economically Disadvantaged

<

<

100

0

Not Economically Disadvantaged

<

<

100

0

<

<

100

0

100

-

100

0

Grade 3 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 4 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 5 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 6 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

62

81

19

17

58

75

25

27

50

77

23

Female

17

61

78

22

17

58

75

25

23

53

76

24

Male

21

62

83

17

17

57

74

26

30

48

77

23

American Indian

<

<

<

<

<

<

<

<

Asian

29

64

93

7

25

68

92

8

42

49

91

9

Black

2

80

81

19

7

62

69

31

11

63

74

26

Hispanic

4

52

57

43

3

46

49

51

6

51

57

43

White

28

68

96

4

29

61

91

9

43

48

92

8

Multiple Races

43

46

89

11

22

59

81

19

54

43

96

4

Students with Disabilities

4

50

53

47

9

29

38

62

1

31

32

68

Students without Disabilities

22

64

86

14

18

62

80

20

30

52

82

18

Economically Disadvantaged

4

61

65

35

3

53

56

44

6

51

57

43

Not Economically Disadvantaged

30

62

92

8

28

61

89

11

44

49

93

7

English Learners

3

50

52

48

1

23

24

76

-

22

22

78

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

36

50

86

14

<

<

100

0

Foster Care

<

<

<

<

<

<

<

<

Grade 8 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

62

81

19

17

58

75

25

27

50

77

23

Female

17

61

78

22

17

58

75

25

23

53

76

24

Male

21

62

83

17

17

57

74

26

30

48

77

23

American Indian

<

<

<

<

<

<

<

<

Asian

29

64

93

7

25

68

92

8

42

49

91

9

Black

2

80

81

19

7

62

69

31

11

63

74

26

Hispanic

4

52

57

43

3

46

49

51

6

51

57

43

White

28

68

96

4

29

61

91

9

43

48

92

8

Multiple Races

43

46

89

11

22

59

81

19

54

43

96

4

Students with Disabilities

4

50

53

47

9

29

38

62

1

31

32

68

Students without Disabilities

22

64

86

14

18

62

80

20

30

52

82

18

Economically Disadvantaged

4

61

65

35

3

53

56

44

6

51

57

43

Not Economically Disadvantaged

30

62

92

8

28

61

89

11

44

49

93

7

English Learners

3

50

52

48

1

23

24

76

-

22

22

78

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

36

50

86

14

<

<

100

0

Foster Care

<

<

<

<

<

<

<

<

Grade 5 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Biology Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Chemistry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Earth Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

39

54

92

8

40

48

88

12

42

44

86

14

Female

38

54

92

8

37

52

89

11

42

45

87

13

Male

39

53

93

7

44

43

87

13

42

42

84

16

Asian

49

49

98

2

53

44

98

2

62

34

96

4

Black

16

62

78

22

19

63

83

17

27

59

86

14

Hispanic

11

71

82

18

16

56

72

28

13

58

71

29

White

55

44

99

1

60

37

97

3

63

32

95

5

Multiple Races

62

35

97

3

39

54

93

7

75

25

100

0

Students with Disabilities

7

66

73

27

13

41

54

46

2

42

43

57

Students without Disabilities

44

52

96

4

44

49

94

6

47

44

91

9

Economically Disadvantaged

14

71

85

15

13

63

76

24

14

56

70

30

Not Economically Disadvantaged

53

44

97

3

57

38

96

4

64

34

97

3

English Learners

7

72

79

21

-

38

38

62

2

32

33

67

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

62

31

92

8

<

<

100

0

Foster Care

<

<

<

<

<

<

<

<

Civics & Econ Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

39

53

92

8

40

48

88

12

42

43

85

15

Female

39

53

92

8

36

53

89

11

42

45

87

13

Male

40

53

93

7

44

43

87

13

43

41

84

16

Asian

49

49

98

2

54

44

98

2

63

33

96

4

Black

17

60

77

23

18

65

82

18

28

58

86

14

Hispanic

11

70

82

18

15

57

72

28

13

58

71

29

White

56

43

99

1

60

37

97

3

64

30

94

6

Multiple Races

62

35

97

3

39

54

93

7

75

25

100

0

Students with Disabilities

8

62

70

30

10

42

52

48

-

36

36

64

Students without Disabilities

44

52

96

4

44

49

94

6

47

44

91

9

Economically Disadvantaged

14

70

84

16

13

63

76

24

14

56

70

30

Not Economically Disadvantaged

54

43

97

3

57

38

96

4

65

33

97

3

English Learners

7

72

79

21

-

38

38

62

-

31

31

69

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

62

31

92

8

<

<

100

0

Foster Care

<

<

<

<

<

<

<

<

VA & US History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

World History I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

World History II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

VA Studies Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Geography Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-2017

2017-2018

2018-2019

School

63

22

40

Division

1,256

850

1,072

State

4,227

2,762

3,719

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2019 Fall Membership By Subgroup:
Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.
The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.
A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2017-2018

2018-2019

2019-2020

All Students

1464

1117

1046

Female

716

522

487

Male

748

595

559

American Indian

4

3

2

Asian

366

265

209

Black

112

63

60

Hispanic

534

456

502

White

380

273

217

Multiple Races

68

56

54

Students with Disabilities

179

123

142

Students without Disabilities

1285

994

904

Economically Disadvantaged

607

531

517

Not Economically Disadvantaged

857

586

529

English Learners

640

578

463

Not English Learners

824

539

583

Homeless

10

4

7

Military Connected

24

20

14

Foster Care

3

3

3

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can't read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2016-2017

2017-2018

2018-2019

Subgroup

Below 10%

10% or Above

Below 10%

10% or Above

Below 10%

10% or Above

All Students

1,335

134

1,330

128

1,027

89

Female

667

60

655

50

477

42

Male

668

74

675

78

550

47

American Indian

<

<

<

<

<

<

Asian

351

12

351

14

255

4

Black

105

11

97

13

53

9

Hispanic

433

75

462

65

415

50

Native Hawaiian

-

-

-

-

<

<

White

383

31

355

31

249

23

Multiple Races

60

5

62

4

51

3

Students with Disabilities

175

31

145

38

106

25

Economically Disadvantaged

553

87

557

78

469

65

English Learners

520

79

556

72

398

47

Homeless

18

7

9

5

10

5

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses

Number of Offenses

Alcohol, Tobacco, and Other Drug Offenses

54

Disorderly or Disruptive Behavior Offenses

87

Other Offenses Against Persons

31

All Other Offenses

<

Property Offenses

<

Weapons Offenses

<

Offenses Against Staff

<

Offenses Against Student

<

Technology Offenses

14

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

American Indian

0.3

0.3

0.3

Asian

25.1

8.2

25

13

23.7

17.5

Black

8

10.3

7.7

7.3

5.6

5.8

Hispanic

34

68.5

36.5

63.5

40.8

56.3

Native Hawaiian

-

-

-

-

0.1

White

28

10.3

26

12

24.4

18.4

Multiple Races

4.6

2.7

4.6

4.2

5

1.9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

American Indian

0.3

0.3

0.3

Asian

25.1

14.3

25

66.7

23.7

Black

8

7.7

5.6

Hispanic

34

85.7

36.5

33.3

40.8

100

Native Hawaiian

0.1

White

28

26

24.4

Multiple Races

4.6

4.6

5

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Expulsions

% Population

% Expulsions

% Population

% Expulsions

American Indian

0.3

0.3

0.3

Asian

25.1

25

23.7

Black

8

7.7

5.6

Hispanic

34

36.5

40.8

Native Hawaiian

-

-

-

-

0.1

White

28

26

24.4

Multiple Races

4.6

4.6

5

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal
Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.
At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.
Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.
See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

40.2

41.3

44.9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students
:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.
Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.
Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.
The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

17.4

20.8

31.5

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.
School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.
Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

77.4

76

77.2

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers

Poverty Level

All Teachers

Special Education Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:

Reading performance — percentage of students in the school passing state tests in reading

Mathematics performance — percentage of students in the school passing state tests in mathematics

Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing

English learner progress — percentage of English learners making progress toward English-language proficiency

Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)

Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests.
Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year.
Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

85%

81%

74%

70%

Asian

98%

95%

89%

70%

Black

85%

75%

60%

70%

Hispanic

71%

63%

64%

70%

White

94%

94%

81%

70%

Economically Disadvantaged

74%

66%

63%

70%

English Learners

69%

62%

57%

70%

Students with Disabilities

53%

52%

42%

70%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests.
Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary.
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group

Current Rate

All Students

76%

Asian

90%

Black

74%

Hispanic

55%

White

92%

Economically Disadvantaged

55%

English Learners

39%

Students with Disabilities

32%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school.
Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student Group

Growth English Reading

Growth Mathematics

All Students

82%

88%

Asian

93%

99%

Black

87%

87%

Hispanic

68%

77%

White

91%

94%

Economically Disadvantaged

69%

80%

English Learners

62%

76%

Students with Disabilities

47%

63%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support.
The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

8%

9%

9%

10%

Asian

2%

3%

5%

10%

Black

15%

11%

9%

10%

Hispanic

11%

13%

9%

10%

White

8%

8%

9%

10%

Economically Disadvantaged

12%

13%

13%

10%

English Learners

11%

12%

8%

10%

Students with Disabilities

19%

18%

14%

10%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.
Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.
Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners

Percent

Annual Target

Long-Term Goal

English Learner Progress

60%

46%

58%

English Learner Proficiency

13%

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency.
Virginia also reports on the percentage of English learners who attain proficiency.

English Learners

Numerator

Denominator

Rate

English Learner Progress

108

179

60%

English Learner Proficiency

28

221

13%

ESSA Participation Rates

Student Group

English Reading Participation

Mathematics Participation

Science Participation

All Students

100%

99%

100%

Asian

100%

100%

100%

Black

100%

100%

100%

Hispanic

100%

99%

100%

White

100%

100%

100%

Economically Disadvantaged

100%

99%

100%

Not Economically Disadvantaged

100%

99%

100%

English Learners

100%

99%

100%

Students with Disabilities

100%

100%

100%

Students without Disabilities

100%

99%

100%

Female

100%

100%

100%

Male

100%

99%

100%

Migrant

-

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers.
States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).